Abstract—English as a foreign language (EFL) has adopted the concept and implemented in both China and Taiwan teaching, however, the general impression is college students in English performance is not well in both sides of Taiwan Strait. Of significant factors influencing learning English learning factors, individual learner differences may be the most crucial. It was the aim of this study to investigate the relationships among self-directed learning in the domain of English as Foreign Language self-efficacy, and motivation in Taiwan and Yunnan respectively. The Self-Directed English Learning Survey used in this study was a researcher-constructed survey. 604 college students from college in Taiwan and Teacher Education in Yunnan participated in the study. The analysis of One Way ANOVA and Dennett’s test indicated that gender, academic, and English all had significant effects on students in the constructs of self-directed English learning, self-efficacy, and motivation. In addition, results indicated that the difference between lower and higher score participating groups were more related to self-directed learning, self-efficacy than motivation. Implications are to increase effective instruction activities, students needed to do more English learning activities. The more positive individuals’ attitudes, the more intrinsically motivated individual, which can further increase their perseverance in pursuit of English learning. 
 

Index Terms—motivation, self-directed learning, self-efficacy

Cite: Yu-Cheng (Roscoe) Shen, "Comparison Study in College Students Learning English with Self-Efficacy, Self-Directed Learning, Motivation and Learning Activities in Yunnan and Taiwan of China," International Journal of Learning and Teaching, Vol. 3, No. 4, pp. 315-319, December 2017. doi: 10.18178/ijlt.3.4.315-319